Javier Borras Dr. Sherry Foundations of College Writing
Goal A. Students will be able to compose for particular audiences and purposes.
In class, we translated this goal as “to transform information in ways that are appropriate to who is viewing and why”. For this specific goal, I plan on using a project, known as the EAR project, that used information from my research paper. My research paper, known as the CLUE project, was based on the question “how does religion affect students in non-religious universities versus religious universities.” The EAR project was meant to take the information gathered from the research paper and adapting it to a new genre for a different audience. To achieve this, I took the information from my research project and used it to create two different flyers and one brochure. All three of these were made for a particular audience and meant to show how the research project could be adapted to different genres. For this goal, I want to point out a brochure that I made. Using the information from the research project, I made the brochure for college students. The brochure was made for the purpose of educating students about the religious organizations around the Bloomsburg campus.
Goal B. Students will be able to compose using language and conventions appropriate to genre.
In order meet this goal, I have chosen to use a flyer that I made for for college students. Using the information from the research paper, I created a satire in the form of a flyer. This satire of religious organizations illustrates how language appropriate to the genre of a satirical flyer was used. I took my research and my results from that project and changed them into a more lighthearted flyer about a fictional “Dance Dance Revolution” club on campus.
Goal C. Students will be able to read, select, and use evidence critically to formulate and support arguments.
For this goal, I plan on using my research project. For the project, I researched the effects of religion on non-religious and religious universities. I took the information that I gathered from multiple resources and put it all together in this research paper. I also did an independent study at my college based on the information that I gathered from my research.
Goal D. Students will be able to interpret and compose in a variety of media and print/non-print genres.
For this goal, I used the information that I gathered when doing the research paper, and changed it into several different genres. These examples include a brochure and a flyer. The brochure was made for the audience of college freshman, and the flyer was meant more for established college students. I composed the brochure using information from the research project and placed it in an easily understandable format. In the flyer, I used the same information in an attractive, simple format. Although this flyer was meant to be a satire of the information that I had gathered for my research project, I still took information and arranged it in a way that capture’s a student’s attention.
Goal E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
Javier Borras
Dr. Sherry
Foundations of College Writing
Goal A. Students will be able to compose for particular audiences and purposes.
In class, we translated this goal as “to transform information in ways that are appropriate to who is viewing and why”. For this specific goal, I plan on using a project, known as the EAR project, that used information from my research paper. My research paper, known as the CLUE project, was based on the question “how does religion affect students in non-religious universities versus religious universities.” The EAR project was meant to take the information gathered from the research paper and adapting it to a new genre for a different audience. To achieve this, I took the information from my research project and used it to create two different flyers and one brochure. All three of these were made for a particular audience and meant to show how the research project could be adapted to different genres.
For this goal, I want to point out a brochure that I made. Using the information from the research project, I made the brochure for college students. The brochure was made for the purpose of educating students about the religious organizations around the Bloomsburg campus.
Goal B. Students will be able to compose using language and conventions appropriate to genre.
In order meet this goal, I have chosen to use a flyer that I made for for college students. Using the information from the research paper, I created a satire in the form of a flyer. This satire of religious organizations illustrates how language appropriate to the genre of a satirical flyer was used. I took my research and my results from that project and changed them into a more lighthearted flyer about a fictional “Dance Dance Revolution” club on campus.
Goal C. Students will be able to read, select, and use evidence critically to formulate and support arguments.
For this goal, I plan on using my research project. For the project, I researched the effects of religion on non-religious and religious universities. I took the information that I gathered from multiple resources and put it all together in this research paper. I also did an independent study at my college based on the information that I gathered from my research.
Goal D. Students will be able to interpret and compose in a variety of media and print/non-print genres.
For this goal, I used the information that I gathered when doing the research paper, and changed it into several different genres. These examples include a brochure and a flyer. The brochure was made for the audience of college freshman, and the flyer was meant more for established college students. I composed the brochure using information from the research project and placed it in an easily understandable format.
In the flyer, I used the same information in an attractive, simple format. Although this flyer was meant to be a satire of the information that I had gathered for my research project, I still took information and arranged it in a way that capture’s a student’s attention.
Goal E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.